Sharing Good Practice
UNDERSTANDING THE ROLE OF THE SENCO
BY TALAT KHAN
T
o say that a SENCO’s role
is possibly one of the most
challenging in terms of
accountability
is
perhaps
an under stated view. The areas
of responsibility seem to vary
according to the school’s individual
acknowledgment of the SENCO’s
designated role. Along with the
importance that is given to an inclusive
environment. So, what are the main
components of fulfilling the role of
a SENCO? It is indeed indicative of
statutory regulations, the vision of
senior leadership, and the effective
communication between SENCO and
vital stake holders that allows them to
become efficient at their role.
Without specific SEND policy and
a defined role of responsibilities
for the SENCO, it is unfair and
completely unjustifiable to make them
accountable for actions and decisions
that are taken without acknowledging
their particular duties. Many SENCOs’
still do not have job descriptions in
place and often find themselves in
an isolated position when having to
confront head teachers and difficult
parents. The SENCO has a vital role
to play in establishing the strategic
development of SEND policy and
provision. Hence the most effective
way to ensure that they can achieve
the above objectives, is to make the
SENCO a part of the leadership team.
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In order for a SENCO to support
the identification of children with
SEND, to co-ordinate SEND provision
and liaise with teachers, parents,
external agencies and educational
psychologists, there is a requirement
for them to have a specified role
within the school as a leader. Without
this recognition, how can a SENCO
have the capacity or the authority to
influence change? If they do not have
a voice it is unlikely that they will be
able to bring about effective change
for individuals with SEND. To ensure
that a school maintains the Inclusion
and SEND statutory regulations set
out by KHDA and ADEK, it has never
been more important than now, for us
to focus on the role of a SENCO.
There will be a varying number of
children with SEND, and it is vital
that a SENCO has the ability to
function with authority, so that they
can have an effective impact on the
critical strategic outcomes of these
individuals. It will never happen if a
school fails to raise the profile of the
SENCO. In turn, the head teacher
and fellow senior leaders will need to
address some essential factors that
should allow for the development of
the SENCO’s role.
Class Time
Here are some key questions that
need to be addressed for leadership
of SEND within schools.
• Does the school have a designated
person for SEND?
• Is the SENCO a member of the
senior leadership team?
• Does the SENCO along with the
head teacher have a clear vision
regarding SEND provision?
• Is data analysis carried out to inform
successful progression for children
with SEND?
• Has the SENCO received up to date
CPD on policy and practice?
• Does the SENCO have the
appropriate knowledge to carry out
initial assessments that will lead to
the identification of SEND?
• As part of the school development
plan is there a focus on SEND with
clear aims and objectives?
• Is the SENCO involved in making
decisions that are related to the
deployment of support staff and
resources for SEN?
To carry out their duties efficiently,
SENCOs’ will require time and support.
It is important that they are given this
if we want to establish an inclusive
environment for all our children.
Talat holds a Master's in Special and Inclusive Education, a post graduate
diploma in SpLD, AMDBA and APC accreditation. This allows her to be at the
forefront of delivering expert advice on SEND education. Learn more at http://
www.advantagesend.com/about-us/